Gifted Education Commons^™

Interpreting Differences Of Self-Efficacy Of Gifted Or Talented Students With Grouping Practices In Middle School Mathematics, Amanda G. Waits

Electronic Theses and Dissertations

The purpose of this study was to determine if there was a significant difference in total scores on the Mathematical Self-Efficacy Scale, the mathematics task self-efficacy portion of the scale, and the math-related school subjects self-efficacy portion of the scale for middle school students between students assigned to a homogeneously grouped accelerated math class and students assigned to a heterogeneously grouped math class.

The instrument used to gather information for thus study on student self-efficacy was the Mathematics Self-Efficacy Scale (MSES). The MSES measures 2 domains of mathematics-related behaviors and capabilities. The Mathematics Task Self-Efficacy scale is designed to …

Teachers’ Perceptions Of The Effectiveness Of Academic Acceleration, Christy L. Schwartz

Theses, Dissertations and Capstones

Acceleration is one method of differentiating instruction for gifted students that has proven to have positive academic and social-emotional benefits. However, it is often underutilized by teachers and administrators either due to misinformation or lack of information. The purpose of this study was to determine the perceptions held by teachers regarding the effectiveness of acceleration as a service option for students who are gifted. Findings indicated that, although teachers appear to be well-informed about the benefits of acceleration on academic achievement and engagement, they appear to be misinformed about the social-emotional effects of acceleration. The majority of teachers indicated that …